2. INTRODUCTION
Sometimes we are motivated enough to embark on a 30 minute expedition to Dairy
Queen for our favourite ice cream, but yet really want to engage in a 30 minute workout
and fail to do so. We want both of these things, so why do we find the time to do one and
not the other? How can we train ourselves and others to make different decisions, and
create desire strong enough to materialize into action? These are the questions we hope
to answer in this presentation and we hope you will come away with the ability to inspire
both yourself and others.
3. TABLE OF CONTENTS
Section #1 What is Motivation? ―Leadership is, by
definition, involving
and motivating other
Section #2 What Drives Us? people as well as
oneself. Leader
Section #3 Motivation Influencers competence is about
inspiring others to
perform at high levels
Section #4 Additional Strategies by solving problems
and seizing
Section #5 Reflection opportunities.‖
(Bateman, 2011, 71)
Section #6 References
END
4. WHAT IS MOTIVATION?
Definition
According to DuBrin (2011)
A ―concept with two widely used meanings: (1) an internal state that leads to effort
expended toward objectives and (2) an activity performed by one person to get
another to accomplish work‖ (p. 346).
According to Sandri (2011)
―Motivation often is described in terms of direction (the choice of one activity over
another), intensity (how hard an employee tries) and persistence (how long an
employee continues with a behavior, even in the face of obstacles or adverse
circumstances)‖ (p. 45).
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5. WHAT DRIVES US
It‘s 3am, a college student has an exam in the morning and she‘s binge drinking
coffee just to stay awake to accomplish a few more hours of studying.
• What drives her to choose studying over sleep?
• Why is studying more important than sleep?
• Why didn‘t she spend more time studying earlier?
Motives can often be quite complex, but understanding our fundamental drives can
help us understand both ourselves and others, and using this knowledge can help us
steer motivations in the right direction.
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6. WHAT DRIVES US?
Types of Motivation - Deci & Ryan, 2000
Amotivation • ―I don‘t want to do this‖
All motivation is not equal.reward/punish me for doing/not
External •“Someone will As you read
through this slide thinksoaboutto” two
Regulation doing this, I want
the
Extrinsic examples outlined―Someone will praise me forversusI want to do it”
Introjection • so far: ice cream this, so
Motivation
Identification and sleep versus studying. for me to do”
a workout, •“I want to do it because it is valuable
Which type of motivation do it because it is part of how I define
Integration
• ―I want to would each choice
myself‖
fall under?
Intrinsic
• ―I do it because I enjoy it‖
Motivation
These levels of motivation are listed in order of their perceived locus of causality from external to
internal. For many important things we often strive to nurture intrinsic motivation, but this type of
motivation by definition is created by the subject and not by external influences.
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7. WHAT DRIVES US
Maslow‘s Hierarchy of Needs – Maslow, 1943
People will satisfy these needs in the
order of this diagram. Once each
need is generally satisfied we move Self-
on to satisfy the next. Actualization
Esteem Need
Need
• One‘s need to
• Self-fulfillment
Love/ be viewed by
and personal
Belonging others as
someone with development
Needs needs
self worth
Safety Need • Needs related
• Physical safety to one‘s
and feeling safe interactions
from physical and with others
Physiological
emotional harm
Need
• Bodily needs
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8. or maybe we
WHAT DRIVES US just don‘t
appreciate the
Expectancy Theory – Vroom, 1964 end reward
enough.
This is the belief that…
But sometimes we don’t
put in the effort. Let‘s Reward
Effort Goal think
about why we would do you
you can and then
if you put in
effort… that.
achieve your
goal…
will be
rewarded.
Maybe we don‘t or maybe we
feel that we don‘t feel we will
can/will achieve be rewarded for
the goal… achieving the
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goal…
9. MOTIVATION INFLUENCERS
• We‘ve now looked at what drives us to do the things we do.
• In this next section we will be looking at how we can apply these
concepts to consciously drive our own and others‘ motives.
Table of Contents
10. MOTIVATION INFLUENCERS
In the nextwedecide what type of motivation we motivation. influence…
First let‘s know thatbe discussingextrinsically motivate,want tocut down our choices…
Because slides we will we want to strategies for building we can
As you read through, think about which types of motivation are being harnessed.
Amotivation • ―I don‘t want to do this‖
External • “Someone will reward/punish me for
Regulation •“Someone will reward/punish so Ifor doing/not
External doing/not doing this, me want to”
Regulation doing this, so I want to”
• ―Someone will praise me for this, so I
Introjection • ―Someone will praise me for this, so I want to do it”
Introjection
Extrinsic want to do it”
Motivation Identification •“I want to do it because it is valuable for me to do”
• “I want to do it because it is valuable for
Identification
• ―I want to to do”
me do it because it is part of how I define
Integration
myself‖
• ―I want to do it because it is part of how
Integration
Intrinsic
Motivation
I define myself‖
• ―I do it because I enjoy it‖
Table of Contents
11. MOTIVATION INFLUENCERS
Appeal to one‘s motives
EXAMPLES (click blue buttons below)
• Tuition reimbursement
Recognition and praiseprograms
Building good teams salaries that
Providing salary or wages
wages and
• Paid employees cards
Provide business to and social
Relationship buildinghumanitarian
allowsabbaticals for environment
A comfortable work provide safe
• cause societies
Createor
supports
home and food goal
Free foodlifelong or prestige clubs
• Create partnerships benefits for
for employees
Company bbqs, retreats, work-life
Health and disability with clubs,
Allowing and recognizing nonprofit
• organizations
Titles, promotions, opportunities
mentoring
employees and their break
balance programs, family rooms.
• Match employees
for advancement
Retirement plans donations to
• charitable assistance programs
Personal organizations
Employeeparking spaces
• Employee of the month Self-
• Career development Esteem Actualization
• Community recognition Need Need
Love/ • Self-
• One‘s
Belonging fulfillment
need to be
Needs and
Safety Need viewed by
• Needs others as personal
• Physical related to developmen
safety and someone
Physiological one‘s with self t needs
feeling safe interaction
Need from physical s with worth
• Bodily needs and others
emotional Table of Contents
harm
12. MOTIVATION INFLUENCERS
Expectancy Theory
To summarize, when
Develop competence (Bateman, 2011)
Relevance (Pierce, Cameron, Banko,
• Train and develop others via workshops, case studies, and
Effort Goal Reward setting goals and
& So, 2003; McShane, 2004)
Instrumentality belief (Kover & both on and off the job.
challenges that stretch people,
Worrell, 2010)
• People enjoy the feeling of competence in the things that they do,
• Know who you are assigning goals and
especially when these things are perceived to be more difficult.
• Rewards don‘t need to be tangible.
If you put in
you can
Effort
and then you rewards always
rewards for, and ensure that these are relevant
• Communicate to others that something is important for them
to that/those person/people.
Build confidence anditself-efficacy (Dubrin, 2011) some meaningful
to know because will be useful for them in
Goal
effort…
achieve your will be way. Reward
remember Vroom,
Value (McShane, 2004; to…
goal… rewarded. • Take inventory of personal assets and accomplishments
•Improve reward effectiveness (Pierce,
Develop competence
1 - Link effort to achieving 1964)
•Cameron, Banko, & So, 2003; McShane, 2004)
Use positive self-talk and avoid negative self-talk
• Use positive visual imagery
• Ensure rewards are given to the intended levelreward
• Set high expectations for yourself and strive for peak performance
• Value is equivalent for the perceived of
goals you can and then you
If you put in • performance. by the perceived effort.
subtracted
Bounce back from setbacks and embarrassments
2 - Link goals toeffort…
a reward achieve team rewards for interdependentcomes out positive
• Use your
• Watch out forgoals (Deci &equationbe Make sure your
will jobs.
Always ensure the consequences.
• appropriate unintended
goal… are not promotingRyan,practices.
Set
rewarded.
by understanding perceptions.
& rewards 2008)
Steinmayr, bad
1985; Spinath
3 - Ensure the reward is • Working at the optimum level of difficulty facilitates the most
motivation. Things too easy are boring, and things to hard are
worth the effort discouraging.
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13. ADDITIONAL STRATEGIES
DuBrin and Bateman
DuBrin (2011): Bateman (2011):
• Empowerment
• Modeling
• Allow those we work with to share the
power with the us (i.e. participate in • Modeling this type of competence
decision making).
yourself and clarifying the
• Job Design and Interesting Work
boundaries—strategic, ethical,
• Although this is intrinsic, we can make the
job challenging enough and interesting cultural, and perhaps others—
enough, sometimes even having them take over which people should not
on jobs that they may not normally do to
gain a different perspective. stray.
• Positive Reinforcement
• Provide reinforcers that promote the
behavior that you want from
employees.. These must be appropriate
rewards and may come in the form of
money, promotion or recognition in some
form. It‘s important to check culture
differences when recognition is given.
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14. ADDITIONAL STRATEGIES
Lee and Secretan
Lee (2007): Secretan (2005):
• Celebrate Failure • Build on Others‘ Strengths
• Cheerfully fess up when you don't succeed. People • Have them continue to build on what
will intuitively realize you have compassion and will they are already doing well and have
ask for your opinions.
them continue to improve in that area.
• Be Persistent
• Be a Heartlifter
• Dogged determination despite setbacks is always
inspiring. When you get up early to work out no • Give compliments and support.
matter how tired you are, your loved ones will
realize nothing has to hold them back, either. • Start in the Right Place
• Give to Others • Instead of harping on their weaknesses
• Research shows that women who volunteer are to motivate them start with their
happier. When your friends and family see you strengths.
being generous with others, they'll want that
positive perk for themselves. • Discover People‘s Strengths
• Be Humble • What do people believe they are capable
• Thank those who helped you succeed and you'll
of, what is their ‗destiny‘.
experience the "It's a Wonderful Life" • Keep Listening
phenomenon: When people realize their behavior
actually affects you, they'll want to keep it up.
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15. REFLECTION
• With these all these strategies in mind think about the
following questions.
• How can we motivate ourselves to commit to an
exercise regime?
• How can we motivate students to not leave things to
the last minute?
• How can we motivate employees and peers to work
together to efficiently and effectively complete a
project?
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16. REFERENCES I
Here are other places you can look
Bateman, T. (2011). Beyond charisma: What followers really need from their leaders. Training and Development, 65(6),
70-72.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determinaton in human behaviour. New York: Plenum.
DuBrin, A. (2011). Human Relations for Career and Personal Success: Concepts, Applications, and Skills (9 th ed.). New
Jersey: Pearson.
DuBrin, A. J., & Geerinck, T. M. (2011). Human relations for career and personal success. (4 th ed.). Toronto, ON: Pearson
Canada.
Kover, D. J., & Worrell, F. C. (2010). The Influence of Instrumentality Beliefs on Intrinsic Motivation: A Study of High -
Achieving Adolescents. Journal Of Advanced Academics, 21(3), 470-498.
Lee, H. (2007). Be an inspiration!. Prevention, 59(5), 161.
Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review 50(4): 370-96.
McGraw, L., Pickering, M., Ohlson, C., & Hammermeister, J. (2012). The influence of mental skills on motivation and
psychosocial characteristics. Military Medicine, 177, 77-84.
McShane, S. L. (2004). Canadian organizational behaviour. New York, NY: McGraw-Hill Ryerson.
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17. REFERENCES II
Here are other places you can look
Pierce, W., Cameron, J., Banko, K. M., & So, S. (2003). Positive effects of rewards and performance standards on intrinsic
motivation. Psychological Record, 53(4), 561-578.
Ryan, R., & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary
Educational Psychology, (25), 54-67. doi: 10.1006/ceps.1999.1020
Sadri, G., Bowen, C. (2011), Meeting employee requirements: Maslow‘s hierarchy of needs is still a reliable guide to
motivating staff. Industrial Engineer, 43(10), 44-48.
Secretan, L. (2005). Inspiring people to their greatness. Leader to Leader, 2005(36), 11-14.
Spinath, B., & Steinmayr, R. (2008). Longitudinal analysis of instrinsic motivation and competence beliefs: Is there a relation
over time?. Child Development, 79(5), 1555-1569.
Urdan, T., Solek, M., & Schoenfelder, E. (2007). Students' perceptions of family influences on their academic motivation: A
qualitative analysis. European Journal of Psychology of Education, 12(1), 7 -21.
Vroom, V. (1964). Work and motivation. New York, NY: John Wiley.
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18. Module 6 . Group Presentation
:
Geoff Brown, Gabby Martel & Dianna Petrie
EDUC 5346 - Interpersonal Relations in Administration
Nipissing University
Dr. Barbara Malarczyk
Due Date: Monday, July 23 rd, 2012
